杂种优势表达的分子遗传机理

随着分子生物学理论与技术的进步，对杂种优势的遗传机理近年开展很多研究。本文综述了杂种优势研究的遗传基础的国内外最新研究进展。应用分子标记研究已经为经典的显性和超显性假说找到新的证据。植物数量性状的上位性研究也为揭示杂种优势表达的遗传机理提供了卓有成效和证据。     

Validation of the Learning Progression-based Assessment of Modern Genetics in a college context

Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students’ knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students’ ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain.     

当代人格研究范式的新进展

20世纪90年代以来，人格心理学在理论研究与实际应用等方面都取得了令人瞩目的突破。人格研究范式出现了许多新的进展：生物学研究范式关注遗传和进化的作用以及生物学在人格发展中的贡献；文化研究范式以多元文化观的视角探讨了文化与人格的关系；特质范式重视大五模型在不同领域内的应用及其未来发展；社会认知范式强调影响个体行为的认知、动机和目标变量，完善了以社会认知观点为基础的自我理论。     

遗传学教学CAI课件的设计开发与应用

章在教学实践的基础上，通过遗传学CA／课件制作原理、内容、方法等对遗传学教学CAI课件的设计开发和应用进行了阐述，从而为遗传学教学辅助课件的制作提供一定的参考和依据。     

遗传学实验教学的改革研究

在遗传实验教学改革中，通过建立“基础性实验一提高性实验．创新性实验”的实验体系，设计创新性实验，开发多媒体课件，改进实验教学方法，综合评估学生成绩，合理安排教学进程，加强实验室建设，提高教师业务素质，有效地提高了教学效果，取得了很好的成果。     

Genetics Reasoning with Multiple External Representations

This paper explores a case study of a class of Year 10 students (n=24) whose learning of genetics involved activities of BioLogica, a computer program that features multiple external representations (MERs). MERs can be verbal/textual, visual-graphical, or in other formats. Researchers claim that the functions of MERs in supporting student learning are to complement information or processes, to constrain the interpretation of abstract concepts, and to construct new viable conceptions. Over decades, research has shown that genetics remains linguistically and conceptually difficult for high school students. This case study using data from multiple sources enabled students' development of genetics reasoning to be interpreted from an epistemological perspective. Pretest-posttest comparison after six weeks showed that most of the students (n=20) had improved their genetics reasoning but only for easier reasoning types. Findings indicated that the MERs in BioLogica contributed to students' development of genetics reasoning by engendering their motivation and interest but only when students were mindful in their learning. Based on triangulation of data from multiple sources, MERs in BioLogica appeared to support learning largely by constraining students' interpretation of phenomena of genetics.     

PBL教学模式在遗传学课程实践教学中的应用

为探讨PBL教学模式在遗传学课程实践教学中的应用效果,采用随机抽样法以我校2017级植物保护专业1班34名本科生为研究对象,随机均分为对照组和实验组。对照组(n=17)采取传统的实训教学方法,实验组(n=17)采用PBL教学模式,对比两组学生的实验成绩、平时成绩、总成绩及对PBL教学模式的认可度。实验组学生各方面考试成绩明显优于对照组(p<0.05);实验组学生对实践教学工作的认可度更高(p<0.05)。PBL教学模式在农学类专业课程教学改革中有助于激发学生的学习积极性,提高学生的自主学习能力和教学质量,增强学生对植物遗传学实践教学工作的认可度,值得多领域应用。     

中学生ABO血型与学习成绩相关性的初步研究

应用医学统计学方法，从生物医学的角度对中学生ABO血型与学习成绩的关系进行了初步研究，研究结果表明各血型组学生之间学习成绩没有显著性差异。     

Definition of historical models of gene function and their relation to students’ understanding of genetics

Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared. The historical development of the scientific idea of the gene and its function is described and categorized into five historical models of gene function. Differences and similarities between these historical models are made explicit. Internal and external consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes in genetics.     

水平基因转移与物种演化

遗传学、基因组学和生物信息学业已证明，由病毒、类病毒、质粒等介导的细胞、个体和物种之间的水平基因转移广泛地存在于细菌、古生菌和真核生物中，水平基因转移可能造成同一生境中物种分化的抑制，种群的快速协同进化，不同物种的趋同进化、返祖遗传、获得性状(基因)遗传和家族成员的性状趋同等。因此，水平基因转移是物种进化的一个重要驱动力。